New ideologies in postcommunist Russian textbooks

Comparative Education Review

Volumn 43, Issue 4, 1999, Pages 522-541

  Lisovskaya, Elena ^a   Karpov, Vyacheslav ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033248291     PISSN: 00104086     EISSN: None     Source Type: Journal    
DOI: 10.1086/447582     Document Type: Article

References (91)

1. See Charles D. Cary, "Patterns of Emphasis upon Marxist-Leninist Ideology: A Computer Content Analysis of Soviet History, Geography, and Social Science Textbooks," Comparative Education Review 20 (February 1976): 11-29; Dora Shturman, The Soviet Secondary School (New York: Routledge, 1988); J. Muckle, A Guide to the Soviet Curriculum: What the Russian Child Is Taught in School (Bekenham, Kent: Croom Helm, 1988); William B. Husband, "Secondary School History Texts in the USSR: Revising the Soviet Past, 1985-1989," Russian Review 50, no. 4 (1991): 458-80, and "History Education and Historiography in Soviet and Post-Soviet Russia," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Anthony Jones, "Problems in the Schools," in Soviet Social Problems, ed. A. Jones (Boulder Colo.: Westview, 1991).
2. See Charles D. Cary, "Patterns of Emphasis upon Marxist-Leninist Ideology: A Computer Content Analysis of Soviet History, Geography, and Social Science Textbooks," Comparative Education Review 20 (February 1976): 11-29; Dora Shturman, The Soviet Secondary School (New York: Routledge, 1988); J. Muckle, A Guide to the Soviet Curriculum: What the Russian Child Is Taught in School (Bekenham, Kent: Croom Helm, 1988); William B. Husband, "Secondary School History Texts in the USSR: Revising the Soviet Past, 1985-1989," Russian Review 50, no. 4 (1991): 458-80, and "History Education and Historiography in Soviet and Post-Soviet Russia," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Anthony Jones, "Problems in the Schools," in Soviet Social Problems, ed. A. Jones (Boulder Colo.: Westview, 1991).
3. See Charles D. Cary, "Patterns of Emphasis upon Marxist-Leninist Ideology: A Computer Content Analysis of Soviet History, Geography, and Social Science Textbooks," Comparative Education Review 20 (February 1976): 11-29; Dora Shturman, The Soviet Secondary School (New York: Routledge, 1988); J. Muckle, A Guide to the Soviet Curriculum: What the Russian Child Is Taught in School (Bekenham, Kent: Croom Helm, 1988); William B. Husband, "Secondary School History Texts in the USSR: Revising the Soviet Past, 1985-1989," Russian Review 50, no. 4 (1991): 458-80, and "History Education and Historiography in Soviet and Post-Soviet Russia," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Anthony Jones, "Problems in the Schools," in Soviet Social Problems, ed. A. Jones (Boulder Colo.: Westview, 1991).
4. See Charles D. Cary, "Patterns of Emphasis upon Marxist-Leninist Ideology: A Computer Content Analysis of Soviet History, Geography, and Social Science Textbooks," Comparative Education Review 20 (February 1976): 11-29; Dora Shturman, The Soviet Secondary School (New York: Routledge, 1988); J. Muckle, A Guide to the Soviet Curriculum: What the Russian Child Is Taught in School (Bekenham, Kent: Croom Helm, 1988); William B. Husband, "Secondary School History Texts in the USSR: Revising the Soviet Past, 1985-1989," Russian Review 50, no. 4 (1991): 458-80, and "History Education and Historiography in Soviet and Post-Soviet Russia," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Anthony Jones, "Problems in the Schools," in Soviet Social Problems, ed. A. Jones (Boulder Colo.: Westview, 1991).
5. See Charles D. Cary, "Patterns of Emphasis upon Marxist-Leninist Ideology: A Computer Content Analysis of Soviet History, Geography, and Social Science Textbooks," Comparative Education Review 20 (February 1976): 11-29; Dora Shturman, The Soviet Secondary School (New York: Routledge, 1988); J. Muckle, A Guide to the Soviet Curriculum: What the Russian Child Is Taught in School (Bekenham, Kent: Croom Helm, 1988); William B. Husband, "Secondary School History Texts in the USSR: Revising the Soviet Past, 1985-1989," Russian Review 50, no. 4 (1991): 458-80, and "History Education and Historiography in Soviet and Post-Soviet Russia," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Anthony Jones, "Problems in the Schools," in Soviet Social Problems, ed. A. Jones (Boulder Colo.: Westview, 1991).
6. See Charles D. Cary, "Patterns of Emphasis upon Marxist-Leninist Ideology: A Computer Content Analysis of Soviet History, Geography, and Social Science Textbooks," Comparative Education Review 20 (February 1976): 11-29; Dora Shturman, The Soviet Secondary School (New York: Routledge, 1988); J. Muckle, A Guide to the Soviet Curriculum: What the Russian Child Is Taught in School (Bekenham, Kent: Croom Helm, 1988); William B. Husband, "Secondary School History Texts in the USSR: Revising the Soviet Past, 1985-1989," Russian Review 50, no. 4 (1991): 458-80, and "History Education and Historiography in Soviet and Post-Soviet Russia," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Anthony Jones, "Problems in the Schools," in Soviet Social Problems, ed. A. Jones (Boulder Colo.: Westview, 1991).
7. Elena Lisovskaya, "The Dogmatism of Ideology: Content Analysis of Communist and Postcommunist Russian Textbooks," in Comparative Perspectives on the Role of Education in Democratization, vol. 8.1, ed. N. McGinn and E. Epstein (Frankfurt am Main: Peter Lang, 1999).
8. See Robert Arnove, "Education as Contested Terrain in Nicaragua," Comparative Education Review 39 (February 1995): 28-53; Golnar Mehran, "The Socialization of Schoolchildren in the Islamic Republic of Iran: A Study of Social Studies Textbooks" (paper presented at the 31st annual meeting of the Comparative and International Education Society, Washington, D.C., March 12-15, 1987); Jonathan D. Jansen, "Curriculum: Context, Conflict and Change in Black South African Education" (paper presented at the 31st annual meeting of the Comparative and International Education Society, Washington, D.C., March 12-15, 1987), and "The State and Curriculum in the Transition to Socialism: The Zimbabwean Experience," Comparative Education Review 35 (February 1991): 76-91.
9. See Robert Arnove, "Education as Contested Terrain in Nicaragua," Comparative Education Review 39 (February 1995): 28-53; Golnar Mehran, "The Socialization of Schoolchildren in the Islamic Republic of Iran: A Study of Social Studies Textbooks" (paper presented at the 31st annual meeting of the Comparative and International Education Society, Washington, D.C., March 12-15, 1987); Jonathan D. Jansen, "Curriculum: Context, Conflict and Change in Black South African Education" (paper presented at the 31st annual meeting of the Comparative and International Education Society, Washington, D.C., March 12-15, 1987), and "The State and Curriculum in the Transition to Socialism: The Zimbabwean Experience," Comparative Education Review 35 (February 1991): 76-91.
10. See Robert Arnove, "Education as Contested Terrain in Nicaragua," Comparative Education Review 39 (February 1995): 28-53; Golnar Mehran, "The Socialization of Schoolchildren in the Islamic Republic of Iran: A Study of Social Studies Textbooks" (paper presented at the 31st annual meeting of the Comparative and International Education Society, Washington, D.C., March 12-15, 1987); Jonathan D. Jansen, "Curriculum: Context, Conflict and Change in Black South African Education" (paper presented at the 31st annual meeting of the Comparative and International Education Society, Washington, D.C., March 12-15, 1987), and "The State and Curriculum in the Transition to Socialism: The Zimbabwean Experience," Comparative Education Review 35 (February 1991): 76-91.
11. See Robert Arnove, "Education as Contested Terrain in Nicaragua," Comparative Education Review 39 (February 1995): 28-53; Golnar Mehran, "The Socialization of Schoolchildren in the Islamic Republic of Iran: A Study of Social Studies Textbooks" (paper presented at the 31st annual meeting of the Comparative and International Education Society, Washington, D.C., March 12-15, 1987); Jonathan D. Jansen, "Curriculum: Context, Conflict and Change in Black South African Education" (paper presented at the 31st annual meeting of the Comparative and International Education Society, Washington, D.C., March 12-15, 1987), and "The State and Curriculum in the Transition to Socialism: The Zimbabwean Experience," Comparative Education Review 35 (February 1991): 76-91.
12. See Rex R. Hutchens and John Chilcott, "The Education of Cuban Women: An Analysis of the Politics of Gender," technical report, March 1989 (ERIC no. ED 309129); Gerald A. Straka, "Socialization Objectives for Primary School Children in the People's Republic of China (with a Focus on the Portrayal of the Elderly)," technical report, March 1985; Julia Kwang, "Changing Political Culture and Changing Curriculum: An Analysis of Language Textbooks in the People's Republic of China," Comparative Education Review 21 (May 1985): 197-207; Bob Adamson and Paul Morris, "The English Curriculum in the People's Republic of China," Comparative Education Review 41 (February 1997): 3-26.
13. See Rex R. Hutchens and John Chilcott, "The Education of Cuban Women: An Analysis of the Politics of Gender," technical report, March 1989 (ERIC no. ED 309129); Gerald A. Straka, "Socialization Objectives for Primary School Children in the People's Republic of China (with a Focus on the Portrayal of the Elderly)," technical report, March 1985; Julia Kwang, "Changing Political Culture and Changing Curriculum: An Analysis of Language Textbooks in the People's Republic of China," Comparative Education Review 21 (May 1985): 197-207; Bob Adamson and Paul Morris, "The English Curriculum in the People's Republic of China," Comparative Education Review 41 (February 1997): 3-26.
14. See Rex R. Hutchens and John Chilcott, "The Education of Cuban Women: An Analysis of the Politics of Gender," technical report, March 1989 (ERIC no. ED 309129); Gerald A. Straka, "Socialization Objectives for Primary School Children in the People's Republic of China (with a Focus on the Portrayal of the Elderly)," technical report, March 1985; Julia Kwang, "Changing Political Culture and Changing Curriculum: An Analysis of Language Textbooks in the People's Republic of China," Comparative Education Review 21 (May 1985): 197-207; Bob Adamson and Paul Morris, "The English Curriculum in the People's Republic of China," Comparative Education Review 41 (February 1997): 3-26.
15. See Rex R. Hutchens and John Chilcott, "The Education of Cuban Women: An Analysis of the Politics of Gender," technical report, March 1989 (ERIC no. ED 309129); Gerald A. Straka, "Socialization Objectives for Primary School Children in the People's Republic of China (with a Focus on the Portrayal of the Elderly)," technical report, March 1985; Julia Kwang, "Changing Political Culture and Changing Curriculum: An Analysis of Language Textbooks in the People's Republic of China," Comparative Education Review 21 (May 1985): 197-207; Bob Adamson and Paul Morris, "The English Curriculum in the People's Republic of China," Comparative Education Review 41 (February 1997): 3-26.
16. See Peter Fritzsche, "In Search of a New Language: Textbooks in the GDR" (paper presented at the 31st annual scientific meeting of the ISSP, Washington, D.C., July 11-14, 1990); Oksana Petrunko, "History Does Not Tolerate 'Empty Spots': Report from a History Lesson," History and Social Science Teacher 25 (Winter 1990): 80-81; J. Muckle, Portrait of a Soviet School under Glasnost (London: Macmillan, 1990); Boris Belousov, "The Status of Geography and the Social Sciences in Schools of the USSR," Social Education 56 (February 1992): 112-17; Silvia Oispuu, "Teaching History in Estonia," Teaching History: A Journal of Methods 17 (Spring 1992): 4-10; Janusz Tomiak, "Education in the Baltic State, Ukraine, Belarus, and Russia," Comparative Education 28 (February 1992): 33-44; Janet G. Vaillant, "Reform in History and Social Studies Education in Russian Secondary Schools," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Iveta Silova, "De-Sovietization of Latvian Textbooks Made Visible," European Journal of International Studies 7 (1996): 35-45.
17. See Peter Fritzsche, "In Search of a New Language: Textbooks in the GDR" (paper presented at the 31st annual scientific meeting of the ISSP, Washington, D.C., July 11-14, 1990); Oksana Petrunko, "History Does Not Tolerate 'Empty Spots': Report from a History Lesson," History and Social Science Teacher 25 (Winter 1990): 80-81; J. Muckle, Portrait of a Soviet School under Glasnost (London: Macmillan, 1990); Boris Belousov, "The Status of Geography and the Social Sciences in Schools of the USSR," Social Education 56 (February 1992): 112-17; Silvia Oispuu, "Teaching History in Estonia," Teaching History: A Journal of Methods 17 (Spring 1992): 4-10; Janusz Tomiak, "Education in the Baltic State, Ukraine, Belarus, and Russia," Comparative Education 28 (February 1992): 33-44; Janet G. Vaillant, "Reform in History and Social Studies Education in Russian Secondary Schools," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Iveta Silova, "De-Sovietization of Latvian Textbooks Made Visible," European Journal of International Studies 7 (1996): 35-45.
18. See Peter Fritzsche, "In Search of a New Language: Textbooks in the GDR" (paper presented at the 31st annual scientific meeting of the ISSP, Washington, D.C., July 11-14, 1990); Oksana Petrunko, "History Does Not Tolerate 'Empty Spots': Report from a History Lesson," History and Social Science Teacher 25 (Winter 1990): 80-81; J. Muckle, Portrait of a Soviet School under Glasnost (London: Macmillan, 1990); Boris Belousov, "The Status of Geography and the Social Sciences in Schools of the USSR," Social Education 56 (February 1992): 112-17; Silvia Oispuu, "Teaching History in Estonia," Teaching History: A Journal of Methods 17 (Spring 1992): 4-10; Janusz Tomiak, "Education in the Baltic State, Ukraine, Belarus, and Russia," Comparative Education 28 (February 1992): 33-44; Janet G. Vaillant, "Reform in History and Social Studies Education in Russian Secondary Schools," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Iveta Silova, "De-Sovietization of Latvian Textbooks Made Visible," European Journal of International Studies 7 (1996): 35-45.
19. See Peter Fritzsche, "In Search of a New Language: Textbooks in the GDR" (paper presented at the 31st annual scientific meeting of the ISSP, Washington, D.C., July 11-14, 1990); Oksana Petrunko, "History Does Not Tolerate 'Empty Spots': Report from a History Lesson," History and Social Science Teacher 25 (Winter 1990): 80-81; J. Muckle, Portrait of a Soviet School under Glasnost (London: Macmillan, 1990); Boris Belousov, "The Status of Geography and the Social Sciences in Schools of the USSR," Social Education 56 (February 1992): 112-17; Silvia Oispuu, "Teaching History in Estonia," Teaching History: A Journal of Methods 17 (Spring 1992): 4-10; Janusz Tomiak, "Education in the Baltic State, Ukraine, Belarus, and Russia," Comparative Education 28 (February 1992): 33-44; Janet G. Vaillant, "Reform in History and Social Studies Education in Russian Secondary Schools," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Iveta Silova, "De-Sovietization of Latvian Textbooks Made Visible," European Journal of International Studies 7 (1996): 35-45.
20. See Peter Fritzsche, "In Search of a New Language: Textbooks in the GDR" (paper presented at the 31st annual scientific meeting of the ISSP, Washington, D.C., July 11-14, 1990); Oksana Petrunko, "History Does Not Tolerate 'Empty Spots': Report from a History Lesson," History and Social Science Teacher 25 (Winter 1990): 80-81; J. Muckle, Portrait of a Soviet School under Glasnost (London: Macmillan, 1990); Boris Belousov, "The Status of Geography and the Social Sciences in Schools of the USSR," Social Education 56 (February 1992): 112-17; Silvia Oispuu, "Teaching History in Estonia," Teaching History: A Journal of Methods 17 (Spring 1992): 4-10; Janusz Tomiak, "Education in the Baltic State, Ukraine, Belarus, and Russia," Comparative Education 28 (February 1992): 33-44; Janet G. Vaillant, "Reform in History and Social Studies Education in Russian Secondary Schools," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Iveta Silova, "De-Sovietization of Latvian Textbooks Made Visible," European Journal of International Studies 7 (1996): 35-45.
21. See Peter Fritzsche, "In Search of a New Language: Textbooks in the GDR" (paper presented at the 31st annual scientific meeting of the ISSP, Washington, D.C., July 11-14, 1990); Oksana Petrunko, "History Does Not Tolerate 'Empty Spots': Report from a History Lesson," History and Social Science Teacher 25 (Winter 1990): 80-81; J. Muckle, Portrait of a Soviet School under Glasnost (London: Macmillan, 1990); Boris Belousov, "The Status of Geography and the Social Sciences in Schools of the USSR," Social Education 56 (February 1992): 112-17; Silvia Oispuu, "Teaching History in Estonia," Teaching History: A Journal of Methods 17 (Spring 1992): 4-10; Janusz Tomiak, "Education in the Baltic State, Ukraine, Belarus, and Russia," Comparative Education 28 (February 1992): 33-44; Janet G. Vaillant, "Reform in History and Social Studies Education in Russian Secondary Schools," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Iveta Silova, "De-Sovietization of Latvian Textbooks Made Visible," European Journal of International Studies 7 (1996): 35-45.
22. See Peter Fritzsche, "In Search of a New Language: Textbooks in the GDR" (paper presented at the 31st annual scientific meeting of the ISSP, Washington, D.C., July 11-14, 1990); Oksana Petrunko, "History Does Not Tolerate 'Empty Spots': Report from a History Lesson," History and Social Science Teacher 25 (Winter 1990): 80-81; J. Muckle, Portrait of a Soviet School under Glasnost (London: Macmillan, 1990); Boris Belousov, "The Status of Geography and the Social Sciences in Schools of the USSR," Social Education 56 (February 1992): 112-17; Silvia Oispuu, "Teaching History in Estonia," Teaching History: A Journal of Methods 17 (Spring 1992): 4-10; Janusz Tomiak, "Education in the Baltic State, Ukraine, Belarus, and Russia," Comparative Education 28 (February 1992): 33-44; Janet G. Vaillant, "Reform in History and Social Studies Education in Russian Secondary Schools," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Iveta Silova, "De-Sovietization of Latvian Textbooks Made Visible," European Journal of International Studies 7 (1996): 35-45.
23. See Peter Fritzsche, "In Search of a New Language: Textbooks in the GDR" (paper presented at the 31st annual scientific meeting of the ISSP, Washington, D.C., July 11-14, 1990); Oksana Petrunko, "History Does Not Tolerate 'Empty Spots': Report from a History Lesson," History and Social Science Teacher 25 (Winter 1990): 80-81; J. Muckle, Portrait of a Soviet School under Glasnost (London: Macmillan, 1990); Boris Belousov, "The Status of Geography and the Social Sciences in Schools of the USSR," Social Education 56 (February 1992): 112-17; Silvia Oispuu, "Teaching History in Estonia," Teaching History: A Journal of Methods 17 (Spring 1992): 4-10; Janusz Tomiak, "Education in the Baltic State, Ukraine, Belarus, and Russia," Comparative Education 28 (February 1992): 33-44; Janet G. Vaillant, "Reform in History and Social Studies Education in Russian Secondary Schools," in Education and Society in the New Russia, ed. A. Jones (Armonk, N.Y.: M.E. Sharpe, 1994); Iveta Silova, "De-Sovietization of Latvian Textbooks Made Visible," European Journal of International Studies 7 (1996): 35-45.
24. See Michele Lamont and Robert Wuthnow, "Betwixt and Between: Recent Cultural Sociology in Europe and the U.S.," in Frontiers of Social Theory, ed. G. Ritzer (New York: Columbia University Press, 1990). They describe the European (as distinguished from the American) approach to "ideology" as the one that "places emphasis on the rationality of symbolic codes, and locates codes within formal systems of knowledge, rather than relating them to the lived experience of the individual." It "de-centers" the agency of code production and focuses more directly on codes themselves. See also Clifford Geertz, "Ideology as a Cultural System" (in Ideology and Discontent, ed. D. Apter [New York: Free Press, 1964]), who views "ideologies as systems of interacting symbols" (p. 56).
25. See Michele Lamont and Robert Wuthnow, "Betwixt and Between: Recent Cultural Sociology in Europe and the U.S.," in Frontiers of Social Theory, ed. G. Ritzer (New York: Columbia University Press, 1990). They describe the European (as distinguished from the American) approach to "ideology" as the one that "places emphasis on the rationality of symbolic codes, and locates codes within formal systems of knowledge, rather than relating them to the lived experience of the individual." It "de-centers" the agency of code production and focuses more directly on codes themselves. See also Clifford Geertz, "Ideology as a Cultural System" (in Ideology and Discontent, ed. D. Apter [New York: Free Press, 1964]), who views "ideologies as systems of interacting symbols" (p. 56).
26. Ideology is viewed as a social product "collectively held and acted upon" in Richard Pratte, Ideology and Education (New York: David McKay, 1977), p. 26.
27. The view of texts as supra-individual cultural phenomena is clearly expressed by Namenwirth and Weber, who justify the use of text analysis in studies of cultural dynamics. They argue that the dynamics of cultural phenomena should not be reduced to the dynamics of individual subcultures, beliefs, ideas, attitudes, and the like. Ideology, like any other cultural phenomenon, such as folk tale, myth, or language itself, has "no one or more individual designers." Individual designers cannot conceive or give birth to culture, they can only reflect and articulate it, since they are never fully socialized or acculturated. See J. Zvi Namenwirth and R. P. Weber, Dynamics of Culture (Boston: Allen & Unwin, 1987).
28. Walter Benjamin, "N [Re the Theory of Knowledge, Theory of Progress]," in Benjamin: Philosophy, History, Aesthetics, ed. Gary Smith (Chicago: University of Chicago Press: 1989); Theodor W. Adorno, Hegel: Three Studies (Cambridge, Mass.: MIT Press, 1994).
29. Walter Benjamin, "N [Re the Theory of Knowledge, Theory of Progress]," in Benjamin: Philosophy, History, Aesthetics, ed. Gary Smith (Chicago: University of Chicago Press: 1989); Theodor W. Adorno, Hegel: Three Studies (Cambridge, Mass.: MIT Press, 1994).
30. Geertz (n. 6 above), p. 16.
31. Esther E. Gottlieb, "The Discursive Construction of Knowledge: The Case of Radical Education Discourse," Qualitative Studies in Education 2, no. 2 (1989): 132-44.
32. Milton Rokeach, The Open and Closed Mind (New York: Basic, 1960), and "The Nature and Meaning of Dogmatism," in Current Perspectives in Social Psychology, ed. E. P. Hollander (New York: Oxford University Press, 1963).
33. Milton Rokeach, The Open and Closed Mind (New York: Basic, 1960), and "The Nature and Meaning of Dogmatism," in Current Perspectives in Social Psychology, ed. E. P. Hollander (New York: Oxford University Press, 1963).
34. David R. Olson and Nancy Nickerson, Language Development through the School Years: Learning to Confine Interpretation to the Interpretation in the Text (ERIC Document Reproduction Service no. ED 136255, 1977), p. 8.
35. For examples and further references, see Jean Anyon, "Ideology and United States History Textbooks," Harvard Educational Review 49 (August 1979): 361-86.
36. Laurie Walker, "Grammar as a Hostage to Education" (paper presented at the 15th annual conference of the Canadian Society for the Study of Education, Hamilton, Ontario, Canada, May 30-June 3, 1987).
37. Namenwirth and Weber (n. 8 above).
38. Suzanne De Castell, "Literacy as Disempowerment: The Role of Documentary Texts," in Philosophy of Education 1990, ed. D. P. Ericson (Normal, Ill.: Philosophy of Education Society, 1991).
39. Gottlieb (n. 11 above), p. 137.
40. Frances FitzGerald, America Revised: History Schoolbooks in the Twentieth Century (New York: Vintage Press, 1979), p. 47.
41. De Castell (n. 17 above), p. 78.
42. Michael Apple, Ideology and Curriculum (London: Routledge and Kegan Paul, 1979), and Official Knowledge (New York: Routledge, 1993). Michael Apple and L. Weiss, Ideology and Practice in Schooling (Philadelphia: Temple University Press, 1983).
43. Michael Apple, Ideology and Curriculum (London: Routledge and Kegan Paul, 1979), and Official Knowledge (New York: Routledge, 1993). Michael Apple and L. Weiss, Ideology and Practice in Schooling (Philadelphia: Temple University Press, 1983).
44. Michael Apple, Ideology and Curriculum (London: Routledge and Kegan Paul, 1979), and Official Knowledge (New York: Routledge, 1993). Michael Apple and L. Weiss, Ideology and Practice in Schooling (Philadelphia: Temple University Press, 1983).
45. For example, Mark Krug, "Young Israelis and Jews Abroad - a Study of Selected History Textbooks," Comparative Education Review 7 (May 1963): 142-48; Rob Gilbert, "Images of Society and the Analysis of Ideologies in the Social Subjects," Theory and Research in Social Education 12, no. 3 (1984): 1-15, and "Text Analysis and Ideology Critique of Curricular Content," in Language, Authority and Criticism: Readings on the School Textbook, ed. S. De Castell, A. Luke, and C. Luke (Philadelphia: Palmer, 1989); R. D. Sutherland, "Hidden Persuaders: Political Ideologies in Literature for Children," Children's Literature in Education 16 (Autumn 1985): 143-57; see also Anyon (n. 14 above).
46. For example, Mark Krug, "Young Israelis and Jews Abroad - a Study of Selected History Textbooks," Comparative Education Review 7 (May 1963): 142-48; Rob Gilbert, "Images of Society and the Analysis of Ideologies in the Social Subjects," Theory and Research in Social Education 12, no. 3 (1984): 1-15, and "Text Analysis and Ideology Critique of Curricular Content," in Language, Authority and Criticism: Readings on the School Textbook, ed. S. De Castell, A. Luke, and C. Luke (Philadelphia: Palmer, 1989); R. D. Sutherland, "Hidden Persuaders: Political Ideologies in Literature for Children," Children's Literature in Education 16 (Autumn 1985): 143-57; see also Anyon (n. 14 above).
47. For example, Mark Krug, "Young Israelis and Jews Abroad - a Study of Selected History Textbooks," Comparative Education Review 7 (May 1963): 142-48; Rob Gilbert, "Images of Society and the Analysis of Ideologies in the Social Subjects," Theory and Research in Social Education 12, no. 3 (1984): 1-15, and "Text Analysis and Ideology Critique of Curricular Content," in Language, Authority and Criticism: Readings on the School Textbook, ed. S. De Castell, A. Luke, and C. Luke (Philadelphia: Palmer, 1989); R. D. Sutherland, "Hidden Persuaders: Political Ideologies in Literature for Children," Children's Literature in Education 16 (Autumn 1985): 143-57; see also Anyon (n. 14 above).
48. For example, Mark Krug, "Young Israelis and Jews Abroad - a Study of Selected History Textbooks," Comparative Education Review 7 (May 1963): 142-48; Rob Gilbert, "Images of Society and the Analysis of Ideologies in the Social Subjects," Theory and Research in Social Education 12, no. 3 (1984): 1-15, and "Text Analysis and Ideology Critique of Curricular Content," in Language, Authority and Criticism: Readings on the School Textbook, ed. S. De Castell, A. Luke, and C. Luke (Philadelphia: Palmer, 1989); R. D. Sutherland, "Hidden Persuaders: Political Ideologies in Literature for Children," Children's Literature in Education 16 (Autumn 1985): 143-57; see also Anyon (n. 14 above).
49. For example, Mark Krug, "Young Israelis and Jews Abroad - a Study of Selected History Textbooks," Comparative Education Review 7 (May 1963): 142-48; Rob Gilbert, "Images of Society and the Analysis of Ideologies in the Social Subjects," Theory and Research in Social Education 12, no. 3 (1984): 1-15, and "Text Analysis and Ideology Critique of Curricular Content," in Language, Authority and Criticism: Readings on the School Textbook, ed. S. De Castell, A. Luke, and C. Luke (Philadelphia: Palmer, 1989); R. D. Sutherland, "Hidden Persuaders: Political Ideologies in Literature for Children," Children's Literature in Education 16 (Autumn 1985): 143-57; see also Anyon (n. 14 above).
50. See nn. 3-5 above.
51. For more about the Soros Foundation private initiative and the textbooks they have published see Elena Lisovskaya, "Analyzing New Russian Textbooks: Governmental Programs and Private Initiatives," International Journal of Educational Reform 6 (October 1997): 428-33.
52. Vaillant (n. 5 above), p. 157.
53. Svetlana Kirillova, "Liubov' k Pepelishcham" [Love for Sites of Fire], Moskovskie Novosti, issue no. 12 (March 30-April 5, 1999).
54. Klaus Krippendorff, Content Analysis: An Introduction to Its Methodology (Beverly Hills, Calif.: Sage, 1980).
55. Suitbert Ertel, Dogmatism: An Approach to Personality (Warsaw, 1975), and "Content Analysis: An Alternative Approach to Open and Closed Minds," High School Journal 68 (January 1985): 229-40.
56. Suitbert Ertel, Dogmatism: An Approach to Personality (Warsaw, 1975), and "Content Analysis: An Alternative Approach to Open and Closed Minds," High School Journal 68 (January 1985): 229-40.
57. Lisovskaya (nn. 2 and 24 above).
58. V. P. Ostrovsky et al., Istoriia SSSR: Uchebnik Dlia 11-go Klassa Srednei Shkoly [History of the USSR: Secondary School Textbook for the Eleventh Grade] (Moscow: Prosveshchenie, 1990); hereafter cited as Ostrovsky et al., 1990.
59. V. P. Ostrovsky et al., Istoriia Otechestva 1939-1991: Uchebnik Dlia 11-go Klassa Srednei Shkoly [History of the Fatherland 1939-1991: Secondary School Textbook for the Eleventh Grade] (Moscow: Prosveshchenie, 1992); hereafter cited as Ostrovsky et al., 1992.
60. Ostrovsky et al., 1990 (n. 30 above), p. 188.
61. Ibid., p. 190.
62. Y. V. Lebedev, Literatura: Uchebnoe Posobie dlia Uchashchikhsia 10-go Klassa Srednei Shkoly. Chasti 1 i 2 [Literature: Secondary School Textbook for the Students of the Tenth Grade. Parts 1 and 2] (Moscow: Prosveshchenie, 1992).
63. V. I. Kuptsov et al., Chelovek i Obshchestvo: Sovremennyi Mir. Uchebnoe Posobie dlia 11-go Klassa Obshcheobrazovatel'nykh Uchrezhdenii [Man and Society: Contemporary World. Secondary School Textbook for the Eleventh Grade] (Moscow: Prosveshchenie, 1994).
64. Lebedev, pt. 1, p. 50.
65. Ibid., pt. 1, pp. 52, 55, 59.
66. Ibid., pt. 2, p. 41.
67. M. G. Kachurin and D. K. Motol'skaia, Russkaia Literatura: Uchebnik Dlia 9-go Klassa Srednei Shkoly. 15-e Izdanie [Russian Literature: Secondary School Textbook for the Ninth Grade], 15th ed. (Moscow: Prosveshcheniye, 1982), pp. 226-27.
68. Lebedev, pt. 2, p. 37.
69. Kuptsov, p. 208.
70. Ostrovsky et al., 1992 (n. 31 above), p. 203.
71. Ibid., p. 226.
72. Y. S. Kukushkin (ed.), V. D. Esakov, and A. P. Nenarokov, Istoriia SSSR: Epokha Sotsialisma, 1938-1980. Probnyi Uchebnik Dliya 10-go Klassa Srednei Shkoly [History of the USSR: Period of Socialism. 1938-1980. Experimental Secondary School Textbook for the Tenth Grade] (Moscow: Prosveshchenie, 1981), p. 251.
73. Ostrovsky et al., 1992 (n. 31 above), p. 229.
74. Ibid., pp. 223-25.
75. One might find these manifestations of pro-Western ideology very timid, which is probably true. The history textbook that is under scrutiny here was published in 1992 and was one of the very first postcommunist history textbooks.
76. N. V. Zagladin et al., Mirovoe Politicheskoe Razvitie: Vek XX. Posobie Dlia Uchashchikhsia i Uchitelei Starshykh Klassov Srednikh Shkol, Gimnazii, Litseev [World Political Development: Twentieth Century. High School Textbook for Students and Teachers of Secondary Schools, Lycees, and Gymnasia] (Moscow: Aspekt Press, 1995).
77. Ibid., p. 345.
78. Ibid.
79. Ibid.
80. Ibid.
81. Lebedev, pt. 1 (n. 34 above), pp. 78-79.
82. Y. A. Mikhailova, Rasskazy po Russkoi Istorii: Uchebnik Dlia 5-go Klassa Srednei Scholy [Stories on Russian History: Secondary School Textbook for the Fifth Grade] (Moscow: Radis), pp. 215-17.
83. N. V. Davletshina et al., Demokratiia: Gosudarstvo i Obshchestvo. Uchebnoe Posobie Dlia Srednikh Obshcheobrazovatel'nykh Shkol, Litseev i Gimnazii [Democracy: State and Society. Textbook for Secondary Schools, Gymnasia, and Lycees] (Moscow: Institute for Pedagogical Systems, 1995).
84. Ibid. p. 204.
85. Ibid., p. 222.
86. For instance, in our 1997-98 study of schools in St. Petersburg, Russia, we found no trace of any use of the Soros Foundation textbooks. Even private schools seem to rely exclusively on traditional, governmentally approved texts.
87. Philip W. Converse, "The Nature of Belief Systems in Mass Publics," in Ideology and Discontent, ed. David E. Apter (NewYork: Free Press, 1964).
88. Adorno, Hegel: Three Studies (n. 9 above), p. 109.
89. Benjamin (n. 9 above); Theodor W. Adorno, Negative Dialectics (New York: Continuum, 1973).
90. Benjamin (n. 9 above); Theodor W. Adorno, Negative Dialectics (New York: Continuum, 1973).
91. Adorno, Negative Dialectics, p. 163.